2020 AECT ISLT Presenters
Instructional Systems and Learning Technologies (ISLT)
Monday, November 2
- 7:30 am - 8:20 am
- How Taiwanese People Use Social Media to Deliver Knowledge of Studying Abroad
- Chia-Wei Hsu
- This study uses Internet archive data to identify how people from an Asian country deliver, use, and create knowledge of studying abroad on two local social media channels, demonstrating how informal learning occurs. These findings will help people serving international students, especially educators, researchers, and administrators in higher education settings, understand the experiences and perspectives of the application process and university life from Taiwanese international students.
- 7:30 am - 8:20 am
- Networked Knowledge Activities by Spanish-speaking English Language Learners on Facebook
- Dawn Adolfson
- This poster will review how Spanish-speaking use networked knowledge activities (NKAs) to learn English as a second or foreign language using Facebook groups and in which language the posts are written and what language content is being learned. The target audience for this study is language educators and learners that will benefit from seeing how NKAs can be facilitated by the Facebook group platform and what language concepts are being learned and practiced.
- 7:30 am - 8:20 am
- Using topic modeling to explore online discourse at a Twitter conference backchannel
- Hajeen Choi, Zihchun Liu, and Jiyae Bong
- Traditional ways to analyze large data can be time-consuming and require extensive knowledge of the context and the community. We believe topic modeling provides a robust and swift way to explore contextual meaning based on keywords. In this study, we managed to reduce the number of tweet data for manual coding by 50%. However, any data mining result should not be the final stop. The “unbiased” results may not be meaningful to the decision-makers. Additional qualitative inquiries on the representative data are needed to interpret the meanings as well as the validation to the data mining results.
- 7:30 am - 8:20 am
- How Do Foreigners Apply Networked Knowledge Activities in the Facebook Group Trader Joe's Fun?
- Dan He, Daeun Jung
- This study implements the Networked Knowledge Activities (NKAs) framework to investigate visible knowledge activities that occur in a Facebook food sharing group. Visible activities other than NKAs are discovered. Initial findings reveal that six NKAs are somehow visible and that user behaviors in the group go beyond the sharing of local foods. The engagement within the group helps foreigners who live and study abroad foster social capitals, social belongings, social support, and cultural affiliation.
- 7:30 am - 8:20 am
- Youth’s Networked Knowledge Activities on YouTube for Learning about College
- Daeun Jung, Jaesung Hur
- Youths’ social capital can affect their college aspirations and decisions. Social media can serve as a bridging social capital, enabling youths to access and network with a broader range of people. Using the Networked Knowledge Activities framework, the study examined how youths collect, share, curate, broker, negotiate, and construct knowledge about college on YouTube. Based on the findings, some instructional and administrative suggestions have been discussed.
- 7:30 am - 8:20 am
- Networked Knowledge Activities (NKA) to Support Intentional Informal Learning on Pinterest
- Heather Kent
- Since its inception in 2010, Pinterest has been integrated into personal learning networks for informal learning. Pinterest continues to grow in popularity and is projected to reach over 300 million users in 2020. This study uses the Networked Knowledge Activities (NKA) framework to examine archival data on Pinterest for evidence of learning behaviors to better understand how this platform can be used effectively to meet the needs of learners.
- 7:30 am - 8:20 am
- Design and implementation of robotics instruction in the K-12 environment.
- Demetrius Rice, James Klein
- This session will be appealing for K-12 teachers, curriculum coordinators, and instructional designers. This exhibit will showcase a series of interactive robotics activities designed to implement across all grades and disciplines in the K-12 environment.
- The robotics platforms featured in this session will include VEX, Lego Mindstorms, and Edison, the latest in robotics used in instruction that has been adapted for use in activities that are accessible by all K-12 students.
- 9:00 am - 10:15 am
- What can we learn from how we plan for learning?
- Ginny Smith, Anita Mitchell, James Klein
- The success of the Instructional Design and Technology (IDT) field relies partly on the instructional prowess of IDT faculty who model their own planning practices to future professionals. This presentation will explore how IDT faculty plan their own instruction. We will describe the findings of a research study on the instructional planning practices of IDT faculty. Implications for planning course components and student-centered activities will be discussed.
- 3:00 pm - 4:15 pm
- Big Research and Development Challenges in Educational Technology: A Multidimensional Perspective on Challenges that Have Key Importance Now and in the Future
- Robert Reiser, Vanessa Dennen
- As our field develops and matures, new areas of challenge become interesting and important for the study and for practice. This session is designed to specifically provide a forum for sharing ideas and critically evaluating the value of study and practice for various areas of current interest and of potential interest in the future. We seek input from situated perspectives given the variety of social and cultural perspectives from across our field. This multidimensional perspective will help to critically evaluate our social challenges in context.
- 4:30 pm - 5:45 pm
- Applying Multimedia Principles in the Design and Development of Learning Support Videos in Game-based Learning
- Renata Kuba, Ginny Smith, Valerie Shute, Chih-Pu Dai, Seyedahmad Rahimi
- In this session, we present how we applied 8 multimedia principles in the design and development of 18 learning support videos for Physics Playground, a digital game designed to help students learn conceptual physics. We discuss our theory-based design decisions and suggest that well-designed learning supports can improve learning. Results from our quasi-experimental study showed a positive effect of learning support videos on learning gains and game performance, and no obstruction on game enjoyment.
Tuesday, November 3
- 3:00 pm - 4:15 pm
- School Librarian Use of Social Media for Professional Learning: A Leveled Analysis
- Michelle Cates
- Florida school librarians responded to a four-part questionnaire about their use of social media for professional learning. Data includes 1) What activities, 2) Why they participate, and 3) Barriers. Results are presented through two levels of analysis: Platform Type and Participant Role (passerby, lurker, networker, content creator, community leader). Platform level-analysis is uncommon in professional learning research; Role level-analysis is possibly unique. This research is Part 1 of a three-stage project.
- 4:30 pm - 5:45 pm
- Mining & Modeling Backward & Depth-First Processes Used in Diagramming Complex Arguments
- Allan Jeong
- Research on the efficacy of argument diagramming reveals mixed results because the precise processes used to construct diagrams have yet to be fully operationalized and measured in ways that enable diagramming tools to assess and assist students in real-time. This study mined students’ diagramming actions, developed algorithms to operationalize and measure backward, forward, breadth, depth-first reasoning, compared regression models to identify algorithms that produce measures that best predict diagram scores, and determined the relative impact of each process on diagram scores.
- 4:30 pm - 5:45 pm
- Integrating Supports with Problem-solving in Digital Game-based Learning Environment: A Design and Development Case
- Zihchun Liu
- To best support the in-game problem solving with cognitive supports, the delivery of game supports should be planned around the problem-solving processes. A game called Penguin Go is created to teach students computational thinking skills. Various design decisions were made based on the results from multiple iterations of design and developed. In this study, these design decisions are reviewed to shed light on how to integrate supports to problem-solving in a game environment.
- 10:30 am - 11:45 am
- Strategies to Increase the Retention of African American Students in Online Courses
- Samantha Bookman
- Distance education courses are a popular option for learners but have lower completion rates than courses delivered face-to-face. The achievement gap that divides the academic performance of African American, Caucasian, and Asian students is also present in e-learning environments. This session will explore strategies to increase the retention of African American students in online courses to include, specific strategies for increasing self-regulation, self-efficacy, computer self-efficacy, internet self-efficacy, sense of community and social support.
- 10:30 am - 11:45 am
- Foundations for Mobile Performance Support Systems
- Yao Huang, James Klein
- The purpose of this roundtable is to describe the current literature on Mobile Performance Support Systems (MPSS). Participants will discuss the use of mobile technology to support performance in the workplace. The foundational theory and research on commonly used performance support interventions such as job aids, electronic performance support systems, and expert systems will be included.
- 1:00 pm - 1:45 pm
- Systematic Reviews of Research on Learning Environments and Technology: A Very Special Issue
- Vanessa Dennen, Hajeen Choi, Kari (Knisely) Word
- This session brings together researchers who contributed to a special issue of ETR&D on systematic reviews of the research on learning environments and technology. Panelists have conducted overviews of the research literature in one the following areas: social media, open textbooks, MOOCs, flipped classrooms, wearable learning, mobile learning, and adaptive learning. These researchers will detail key findings from their research studies. They will also point to untapped areas of research that await further exploration.
- 3:00 pm - 4:15 pm
- Designing a Mentorship Model and Culture for AECT
- Lauren Bagdy
- Mentoring is paramount to the professional success of any individual, regardless of age, career track, or field. Recognizing potential mentorship needs and opportunities, the 2019 intern class conducted a needs analysis of the AECT membership. The results of the mentorship needs analysis will be used to provide recommendations to generate a mentoring framework for the Leadership Development Committee’s (LDC) mentoring subcommittee as they work to establish a sustainable mentoring program.
- 9:00 am - 10:15 am
- From COVID-19 to Adaptive Education in Times of Emergency and Crisis (II)
- Vanessa Dennen
- On March 11, 2020, the World Health Organization declared COVID-19 outbreaks as a pandemic and a global health crisis. The pandemic has affected society and individuals in many levels and various aspects of life, including education. All over the world, schools and universities were mandatorily closed, moved online, or delivered in other alternative formats. The COVID-19 has forced us to adapt to emergency situations and seek innovative ways to continue to provide quality education to students in all kinds of settings, from K12 education to higher education. Such emergency situations have presented unprecedented challenges to educators, students, administrators, parents, and policymakers and many other stakeholders. The urgent situation has called for a system-wide response to make a transition from in-person, classroom education to other feasible modes of education. It has forced educators to explore various opportunities and possibilities for alternative forms to deliver education. All of this has compelled us to seek innovative ways and alternative solutions to education. Such a global and unprecedented situation has led us to many questions and inquiries. Research questions involve, but not limited to, the following: pedagogical issues, technological challenges, teacher professional development, issues of disparity, access and equity, and impact of government policies on education.
- 3:00 - 4:15 pm
- The impact of student perceived competence and gender on learning and performance in a physics-based learning game
- Ginny Smith, Curt Fulwider, Zhichun Liu, Jiawei Li, Xi Lu, Valerie Shute, Seyedahmad Rahimi
- In our study, we examine the relationship between learners’ perceived competence, performance, and learning in a 2D physics learning game. We also explore the influence of gender as gender gaps are significant in STEM education. Our results indicate a gender difference in self-reported perceived competence. We also found that controlling for perceived competence, males and females perform and learn equally well. Perceived competence is an important factor to consider in both learning and performance.
- 3:00 - 4:15 pm
- Fostering game-based physics learning through game design features
- Chih-Pu Dai, Valerie Shute, Ginny Smith, Zihchun Liu, Renata Kuba, Seyedahmad Rahimi
- The purpose of this mixed-methods study is to explore how specific game-design features foster physics learning. We found three main results from quantitative and qualitative data analyses. First, local narratives sustain motivation to learn and play through social interactions around the game. Second, perceived control over game objects predicts game performance, but there were no significant differences among various conditions of the game (adaptive, linear, and free choice). Third, Physics Playground supports effortful physics learning.
- 3:00 - 4:15 pm
- The impact of student perceived competence and gender on learning and performance in a physics-based learning game
- Ginny Smith, Curt Fulwider, Zihchun Liu, Jiawei Li, Xi Lu, Valerie Shute, Seyedahmad Rahimi
- In our study we examine the relationship between learners’ perceived competence, performance, and learning in a 2D physics learning game. We also explore the influence of gender as gender gaps are significant in STEM education. Our results indicate a gender difference in self-reported perceived competence. We also found that controlling for perceived competence, males and females perform and learn equally well. Perceived competence is an important factor to consider in both learning and performance.
- 4:30 pm - 5:45 pm
- Practicum in IDT Research: A Re-design
- James Klein, Lauren Bagdy, and Ginny Smith
- The purpose of this presentation is to describe the re-design and implementation of a course offered to support instructional design and technology (IDT) students become competent researchers. We will share details about our design decisions and how they impacted motivation, learning, and performance. Participants will acquire strategies to use when teaching their own students how to become skillful researchers.
- 4:30 pm - 5:45 pm
- International students’ feeling of othering and engagement in online learning
- Hajeen Choi, Omer Aslan, Dan He, Vanessa Dennen
- This qualitative study is intended to explore international students’ online learning experiences and their feeling of othering to find ways to promote their active engagement and academic success. International students sometimes feel excluded in both face-to-face and online environments due to a lack of language proficiency and cultural differences (Bista, 2016; Choi, 2015). The findings of this study will highlight their feelings and behaviors related to their academic and social engagement in online discussion forums.
Friday, November 6
- 10:30 am - 11:45 am
- A content analysis of social media policy for school districts
- Yujin Park, Vanessa Dennen, Dawn Adolfson, Chih-Pu Dai
- This study examines social media policies for school districts in Florida to identify current trends of social media usage in education. A total of 96 documents in 46 counties were collected and analyzed using content analysis. Results show that social media policies focused on employees’ (not students) prudent usage of social media rather than specific guides for using social media to support education. Suggestions for educational usages of social media for researchers and practitioners will be included.
- 2:00 pm - 2:45 pm
- Social presence and identity in online learning
- Vanessa Dennen
- This book is an investigation into the role which social presence and identity play in online learning environments.
- Scholars across disciplines have grappled with the questions of what it means for a person to be and to interact online. In the context of online learning, these questions reflect specific concerns related to how well people can learn in a setting limited to mediated interactions and lacking various communication cues. For example, how can a teacher and students come to know each other if they cannot see each other? How can they effectively understand and communicate with each other if they are separated by space and, in many instances, time? These concerns are related to social presence and identity, both of which are complex, multi-faceted, and closely interrelated constructs. The chapters in this book consider how online learning has developed and changed over time in terms of technology, pedagogy, and familiarity. Collectively these chapters show the diverse ways that educational researchers have explored social presence and identity. They also highlight some of the nuanced concerns online educators might have in these areas.
Saturday, November 7
- 10:30 am - 11:45 am
- Problem-solving teaching training in a virtual reality learning environment
- Chih-Pu Dai, Fengfent Ke, Zhaihuan Dai, Luke West
- This study explored how facilitators scaffold the development of skills for teaching problem-solving in virtual reality (VR) environments for computer science graduate teaching assistants. With the ethnographic method, we present two emerging themes: (1) VR-afforded social negotiation of problem-solving teaching and (2) the role of domain-specific culture in problem-solving teaching training. This study will provide new insights on how facilitation in VR environments will enhance the training/learning of problem-solving teaching. Implications and future research are discussed.
- 1:00 pm 1:45 pm
- The Power of Social Media to Build Cultural Connections for Online Doctoral Students
- Melissa Jones, Samantha Booker, Anastacia LaCombe, Cyndy Loomis, Holly Proctor, Erin Verity
- Building culture in online doctoral programs can sometimes prove to be a difficult task. When the new responsibilities of becoming full-time students are coupled with existing professional obligations, establishing spaces for informal peer-to-peer connections can help students find community, encouragement, and companionship in ways that are unlikely even in high-residency programs. In this presentation, Ed.D. students share their lived experiences about how a culture of support developed through their deliberate use of social media.
